Pamela Paulmann M P H Dolan Hall 147

Pamela Paulmann, M. P. H. Dolan Hall 147 203. 254. 4000 ext 2369 ppaulmann@fairfield. edu

WHAT IS BE SMART? A grant funded campus-community coalition committed to making educational, academic, and policy changes to create a healthy and safe environment for students so they can fully engage in the college experience. 2

OUR GOALS Reduce 30 -day use and binge drinking by helping students make healthier choices Reduce negative consequences associated with excessive drinking Enhance student decision-making skills 3

HOW? Start a dialogue and reflection process with students about their personal drinking habits Use individual and environmental strategies, such as motivational interviewing, education, and media 4

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WHAT IS CURRICULUM INFUSION? “…is the process of seamlessly fitting … prevention content into courses that are regularly offered. ” The Network for the Dissemination of Curriculum Infusion Engaging faculty to bring relevant information about alcohol use into the classroom. Faculty-designed content may comprise a focused unit of a course, or wind thematically throughout. CI focuses on the interpersonal and the group processes using peerto-peer communication and learning to change student norms and perceptions. Managing the Link: Faculty and Prevention, by Ryan and De. Jong. US Department of Education Higher Education Center for Alcohol and Other Drug Prevention 1998. 6

WHY ARE WE DOING THIS? http: //www. youtube. com/watch? v=Eox. FShd. Oy. Mo Improve community culture and increase faculty-student engagement Foster a social, academic and residential environment that supports health-promoting norms Create a safer and healthier atmosphere that is more conducive to academic achievement Promote responsibility to each other and community 7

DOES IT WORK? YES • Findings show that CI is effective in reducing negative outcomes related to drinking behaviors. • Found CI to be equally effective across diverse student demographics (e. g, gender, race, class level, and housing) in reducing negative consequences. • Findings suggest that the effectiveness of CI does not vary across course subject. CI was effective in a broad range of topics and in both upper and lower division classes. Impact of Curriculum Infusion on College. Students’ Drinking Behaviors. Pub: Journal of American College Health. VOL. 58, NO. 6 Sabina White, MA; Yong Sue Park, Ph. D; Elizabeth Diane Cordero, Ph. D 8

BENEFITS OF CI Developing an alcohol prevention curriculum can: Increase knowledge / perception of personal risk; Develop decision making skills; Promote pro-social norms; Better integrate students into intellectual life; Identify students in trouble with substance use. 9

FACULTY PARTICIPATION IS ESSENTIAL Faculty participation is vital to the success of prevention efforts Faculty members have substantial impact on campus culture, especially in light of deep roots and long periods of service Faculty participation helps to strengthen campus wide prevention messages and programming Managing the Link: Faculty and Prevention, by Ryan and De. Jong. US Department of Education Higher Education Center for Alcohol and Other Drug Prevention 1998. 10

CURRENT CAMPUS CLIMATE: FAIRFIELD UNIVERSITY STUDENTS

FAIRFIELD UNIVERSITY STUDENT SNAPSHOT 73% of Fairfield U students drank within the last 30 days (75% male, 73% female) 56% of students consumed 5 or more drinks in a sitting in the 2 weeks prior to survey. (65% male, 47% female) * American College Health Association-National College Health Assessment II Institutional Data Report, College Undergraduates (ACHA-NCHA II) , 2013 12

INCOMING FAIRFIELD STUDENTS DRINK MORE THAN THE NATIONAL AVERAGE MEASURED PRIOR TO ARRIVAL ON CAMPUS High-risk drinkers includes: 8% Problematic for Fairfield; 5% for National Ave Based on at least one occasion in the past two weeks. Light/Moderate drinkers: 1 -3 drinks for women; 1 -4 for men High-Risk: 4+ drinks for women; 5+ drinks for men Problematic: 8+ for women; 10+ for men Source: Alcohol. Edu (2012 -13) 13

FIRST YEAR DRINKING RATES AMONG FAIRFIELD U STUDENTS ALSO HIGHER MEASURED MID-WAY THROUGH FALL SEMESTER High-risk drinkers includes: 14% Problematic for Fairfield; 7% for National Ave Based on at least one occasion in the past two weeks. Light/Moderate drinkers: 1 -3 drinks for women; 1 -4 for men High-Risk: 4+ drinks for women; 5+ drinks for men Problematic: 8+ for women; 10+ for men Source: Alcohol. Edu (2012 -13) 14

FAIRFIELD U STUDENTS EXPERIENCE NEGATIVE CONSEQUENCES FROM DRINKING Percentages reflect portion of students who reported experiencing that particular consequence in the preceding 2 weeks 15 Source: Alcohol. Edu 2012 -13

CURRICULUM INFUSION AT FAIRFIELD UNIVERSITY

SOME NUMBERS…. Ø 423 Fairfield University students have attended a CI course since the 2011 -2012 school year Ø 23 CI integrated courses have been offered at Fairfield University since 2011 -2012 Ø 12 Fairfield University professors have taught a CI course since 2011 -2012 17

CURRICULUM INFUSION COURSES : Argument & Advocacy Communications Course Communication in Healthcare Organizations Creative Non-fiction: The Memoir Business Ethics Contemporary Latin American & Caribbean Society Intro to Forensic Science Legal Environment of Business Educational Psychology Interpersonal Communication Health Communication Italian Mass Media & Society American Media/American History Drugs and Behavior 18

COLLEGES AND UNIVERSITIES WITH CURRICULUM INFUSION PROGRAMS www. studentdevelopment. richmond. edu College of William and Mary Colorado State Eastern Michigan University Illinois State University Hobart William Smith Temple University of Connecticut University of Louisville University of Richmond Virginia Tech 19

CURRICULUM INFUSION STUDENT SURVEY RESULTS 30 -Day Use Ø Students drank an average of 7. 7 days at pre and 6. 9 days at post Ø Students drank 5 or more drinks an average of 4. 3 days at pre and 3. 9 days at post Course feedback Ø 78% of students felt that the alcohol portion of the course caused them to become more aware of alcohol and alcohol-related issues * 2012 – 2013 student surveys 20

STUDENT SURVEY QUOTES: “Yes. I learned many of the realities of drinking and …I must admit I am now more cautious and think about my actions though I have not completely changed my ways. ” “Yes. . . I have made smarter decisions and although I may occasionally drink, it’s not something I plan on consistently doing. The speeches from this course have definitely helped. ” . . VideosIMG_lilly. MOV 21

STUDENT SURVEY QUOTES CONT’D: “Yes. My thoughts/behaviors have definitely changed after hearing speeches on alcohol in the course. I’ll remember the statistics on how frequent alcohol is involved with sexual abuse, the permanent changes in the brain it can cause, and what actually constitutes a serving size of beer, shot, etc. It has definitely made me more conscious of my own and my friends drinking patterns. ” . . VideosIMG_socrat. MOV 22

CURRICULUM INFUSION FACULTY SURVEY RESULTS Ø Faculty members felt the students responded very well to the material taught in the class and were engaged during the alcohol related module https: //www. youtube. com/watch? v=prkl. A 6 Pcir. E How did this module contribute to the overall course? Faculty responses: Ø …the module provided good examples of ethical issues in this area, and was a topic that the students could understand relate to. 23

How did this module contribute to the overall course? Faculty responses: . . VideosIMG_barbara. MOV …the (substance abuse) module was a logical extension to the discussion about how media contributes to a social construction of reality. . . VideosIMG_2965. MOV …the module contributed to the course by allowing for a discussion of drugs that are most prevalent in the U. S. and their forensic analysis. Drug analysis is a major part of forensic science and the increase in drug use and abuse has contributed to the growth in forensic science labs in the past 50 years or so. 24

FACULTY COMMENTS “It is something that is very prevalent in their experience here on campus, and I believe it is important to give the students opportunities to learn about the topic from their classmates and from me“ “The CI material seemed to make otherwise theoretical material quite ‘real’ and pertinent to their everyday relational experiences” “I think it helped to raise the bar in terms of what students were prompted to examine in terms of their own lives. ” “I would never teach the course again without including CI. While there are indeed compelling speeches given on texting and driving, diseases that warrant our attention, gun control and the like, more deaths and assaults and behavior problems are related to alcohol use/abuse than all of the above combined. “ 25